I had never used a blog before I began my Reflective Journal (www.bloggingblogict.blogspot.com). I enjoyed customising my own blog, as is allowed on the site. It was also useful to be able to see other blogs and have comments made on the posts, which you can click on to see.
Blogging is now something I would be confident to introduce in a class, and allow children to develop independently at school. It would be interesting to introduce a class task of developing a class blog to see how the children developed this and what they wrote. Blogs could be used to write about the class topic, and would allow children to practice many ICT skills – typing, hyperlinking, uploading files, adding pictures and researching which are all so useful and important.
Friday, 25 April 2008
Compare and contrast the articles by Ed Smeets (2005) and John Robertson (2002).
Both these articles focus on research completed on the use of ICT in primary schools, and how effective this is in improving the teaching and learning that takes place. Although focussing on the need for ICT in the classroom, Smeets and Robertson reach different conclusions to how this can be achieved to support all individuals.
Smeet’s research completed in 2005 argues for the use of ICT in schools which optimises and promotes the transfer of knowledge and skills. The study conducted by questioning teachers concluded that the integration of ICT in the curriculum does not effectively allow for powerful learning environments, and ICT has a huge potential to play in these environments.
To focus the research, powerful learning environments were considered in relation to teachers incorporating:-
• Rich contexts and authentic tasks, which provided links to the outside world
• Active and autonomous learning – children working independently
• Cooperative learning
• Curriculum adapted to the needs and capabilities of the individual pupils
The research concluded that teachers failed to adequately adapt the curriculum to meet the needs of all individuals in a classroom, and highlights the lack of ICT used to effectively differentiate the curriculum. On a more positive note, Smeets acknowledges that changes have been made, and teachers are using ICT in the classroom which is however dependent on their own confidence in using the skills.
Smeets addresses the use of skills-based or open-ended ICT in schools. The conclusion reached is that teachers who are more confident with their ICT skills adopt the use of both skills-based (a behaviourist view of the transmission of skills and knowledge) and open-ended (constructivist use of ICT, where children build-on and develop their own understandings) tasks for the children. Both are beneficial, but children need to be allowed open-ended use of ICT to construct their own understandings.
Robertson (2002), similarly to Smeets, argued that is was the case that ICT in primary school could be identified as the ‘weakest aspect of professional practice’. The article opens illustrating the inspection reports on the teaching of ICT in England as ‘the “least well taught” of National Curriculum subjects and subject to “substantial underachievement in about two fifths of primary school” (OFSTED, 1999). Robertson also offers a comparison to ICT in schools in Scotland, also found in inspection to not meet expected standards in the teaching and use of ICT. Robertson uses OFSTED reports to highlight that at the end of the 20th Century ICT was not being used effectively to support teaching and learning in primary schools, and there were high expectations for improvement in England and Scotland.
Robertson argues that ICT, at the time the research was completed was not successfully exploited in schools. Although many changes had taken place, Robertson argues that the money spent on ICT for use in the classroom is not justified by the limited use, but does not place the blame on the teachers and instead looks to the government and lack of training implemented with the introduction of new technologies. He notes that the use of ICT in schools has seen continued improvements since its initial introduction, but there is still a long way to go for ICT to be used to its full potential in schools. Robertson’s argument does characterise the use of ICT in schools – although it is used, there is far more potential than teachers are currently exploiting for it to be used as effectively as possible and to support all children of different abilities.
An interesting question posed by Robertson is ‘Do ICTs have an educational potential to justify their adoption in Primary education?’ I feel that this is questioned due to the date of Robertson’s research, some five years ago. Today it is harder to question the role of ICT in classrooms now teachers are dependent upon Interactive Whiteboards for their lessons to run smoothly, and the learning to be effective and relevant.
ICT opens a vast choice of resources and simulations for teachers to support and maximise the learning taking place in the classroom, but it is the case that teachers need to be able to access this, and differentiate it to be suitable to all individuals. ICT can allow high-ability children to progress and low-ability children to be supported during a single lesson in a classroom, if teachers use it effectively and adapt it appropriately. The learning can also be active, autonomous/independent as well as at group/partner level, which is beneficial at different times for different individuals. Smeets found that this adaptation was not done effectively, and the research concluded that teachers favoured independent ICT work in the classroom, and neglected the possibilities of active, stimulating group work that is possible.
Smeets and Robertson both make clear arguments for improvements in the use of ICT in schools. In many schools it can be seen that ICT is not used as effectively as it could be and has far more potential than simply being used to, for example, present questions to the class. It is however the case, as Smeet argues, that teachers need the confidence to enhance the use of ICT in schools through the development of their skills which will then enable these to be passed on to the children. This requires training, and teachers who are willing to continue to learn with the pupils in their class.
Children also need to be allowed to explore ICT for themselves, in a secure way to allow them to develop their own skills – constructing their understandings through exploration. By doing this, powerful learning environments could be created, using a variety of learning methods and with fewer restrictions in the use of ICT. In doing this a vast improvement would be seen in the use of ICT in schools by both teachers and pupils, which is so important with the continual advances in ICT.
Smeet’s research completed in 2005 argues for the use of ICT in schools which optimises and promotes the transfer of knowledge and skills. The study conducted by questioning teachers concluded that the integration of ICT in the curriculum does not effectively allow for powerful learning environments, and ICT has a huge potential to play in these environments.
To focus the research, powerful learning environments were considered in relation to teachers incorporating:-
• Rich contexts and authentic tasks, which provided links to the outside world
• Active and autonomous learning – children working independently
• Cooperative learning
• Curriculum adapted to the needs and capabilities of the individual pupils
The research concluded that teachers failed to adequately adapt the curriculum to meet the needs of all individuals in a classroom, and highlights the lack of ICT used to effectively differentiate the curriculum. On a more positive note, Smeets acknowledges that changes have been made, and teachers are using ICT in the classroom which is however dependent on their own confidence in using the skills.
Smeets addresses the use of skills-based or open-ended ICT in schools. The conclusion reached is that teachers who are more confident with their ICT skills adopt the use of both skills-based (a behaviourist view of the transmission of skills and knowledge) and open-ended (constructivist use of ICT, where children build-on and develop their own understandings) tasks for the children. Both are beneficial, but children need to be allowed open-ended use of ICT to construct their own understandings.
Robertson (2002), similarly to Smeets, argued that is was the case that ICT in primary school could be identified as the ‘weakest aspect of professional practice’. The article opens illustrating the inspection reports on the teaching of ICT in England as ‘the “least well taught” of National Curriculum subjects and subject to “substantial underachievement in about two fifths of primary school” (OFSTED, 1999). Robertson also offers a comparison to ICT in schools in Scotland, also found in inspection to not meet expected standards in the teaching and use of ICT. Robertson uses OFSTED reports to highlight that at the end of the 20th Century ICT was not being used effectively to support teaching and learning in primary schools, and there were high expectations for improvement in England and Scotland.
Robertson argues that ICT, at the time the research was completed was not successfully exploited in schools. Although many changes had taken place, Robertson argues that the money spent on ICT for use in the classroom is not justified by the limited use, but does not place the blame on the teachers and instead looks to the government and lack of training implemented with the introduction of new technologies. He notes that the use of ICT in schools has seen continued improvements since its initial introduction, but there is still a long way to go for ICT to be used to its full potential in schools. Robertson’s argument does characterise the use of ICT in schools – although it is used, there is far more potential than teachers are currently exploiting for it to be used as effectively as possible and to support all children of different abilities.
An interesting question posed by Robertson is ‘Do ICTs have an educational potential to justify their adoption in Primary education?’ I feel that this is questioned due to the date of Robertson’s research, some five years ago. Today it is harder to question the role of ICT in classrooms now teachers are dependent upon Interactive Whiteboards for their lessons to run smoothly, and the learning to be effective and relevant.
ICT opens a vast choice of resources and simulations for teachers to support and maximise the learning taking place in the classroom, but it is the case that teachers need to be able to access this, and differentiate it to be suitable to all individuals. ICT can allow high-ability children to progress and low-ability children to be supported during a single lesson in a classroom, if teachers use it effectively and adapt it appropriately. The learning can also be active, autonomous/independent as well as at group/partner level, which is beneficial at different times for different individuals. Smeets found that this adaptation was not done effectively, and the research concluded that teachers favoured independent ICT work in the classroom, and neglected the possibilities of active, stimulating group work that is possible.
Smeets and Robertson both make clear arguments for improvements in the use of ICT in schools. In many schools it can be seen that ICT is not used as effectively as it could be and has far more potential than simply being used to, for example, present questions to the class. It is however the case, as Smeet argues, that teachers need the confidence to enhance the use of ICT in schools through the development of their skills which will then enable these to be passed on to the children. This requires training, and teachers who are willing to continue to learn with the pupils in their class.
Children also need to be allowed to explore ICT for themselves, in a secure way to allow them to develop their own skills – constructing their understandings through exploration. By doing this, powerful learning environments could be created, using a variety of learning methods and with fewer restrictions in the use of ICT. In doing this a vast improvement would be seen in the use of ICT in schools by both teachers and pupils, which is so important with the continual advances in ICT.
Thursday, 24 April 2008
Monteith, M. (2002) ‘What has ICT got to do with Literacy?’ in ‘Teaching Primary Literacy with ICT’
Learning with young children, and learning from them – as ICT literate, more so than some adults.
Understanding the subject-specific skills – the vital skills that need to be taught, and for which subjects. Teachers need to be given the time to develop these skills – can’t assume them to be ICT literate, and at the same level of children who may have more access to new technologies.
• ICT as support for learning new skills and learning strategies, access to information, a boost in motivation for learning, a medium for new literacy forms.
This is the case but do all teachers agree wit this? Especially those who need to learn the skills for themselves?
In this sense, teachers are also working on their ZPD too. Need to accept/absorb new information about using the technology available.
New ways of communicating and learning = wider literacy. Teachers need to accept this, to keep up with children! Means a change in the curriculum, to bring in this new forms of technology.
Understanding the subject-specific skills – the vital skills that need to be taught, and for which subjects. Teachers need to be given the time to develop these skills – can’t assume them to be ICT literate, and at the same level of children who may have more access to new technologies.
• ICT as support for learning new skills and learning strategies, access to information, a boost in motivation for learning, a medium for new literacy forms.
This is the case but do all teachers agree wit this? Especially those who need to learn the skills for themselves?
In this sense, teachers are also working on their ZPD too. Need to accept/absorb new information about using the technology available.
New ways of communicating and learning = wider literacy. Teachers need to accept this, to keep up with children! Means a change in the curriculum, to bring in this new forms of technology.
Evans, J. (2004) ‘Literacy moves on: Using popular culture, new Technologies and critical Literacy in the Primary Classroom’
Children’s out of school interests – illustrates children’s answers to questions about what they like to do outside school – answers focussed on playing computer games, watching TV – children being ‘computer game literate’.
Also addressed idea that children are not given time to talk about their likes and dislikes at school, which is a topic that they enjoy discussing – needs to be integrated into the school curriculum.
However – Margaret Mackay (2002) ‘Literacies across the Media: Playing the Text’ – research found that children’s popular culture activities did not mean that they no longer wanted to read or write at home – but children change their interests and able to show a variety of interests at different times.
Changing nature of literacy, not decreasing levels – children having these skills and watching these new technologies is just as important, developing vital ITC skills as they are ‘playing’. Confidence in using these new technologies – a three year old seemingly more confident than many adults. Should it be that adults use/play with these new technologies to prevent children as young as three being more competent at using them?
New technologies changing literacy, due to the activities they now engage in, and choose to do. ‘New’ and ‘different Literacies’ of the twenty-first century – becoming the norm.
Needing to bridge the gap between the new Literacies and the demands in the curriculum – but how do teachers achieve this? Children able to use the new technologies and popular culture/critical literacy in the classroom.
Also addressed idea that children are not given time to talk about their likes and dislikes at school, which is a topic that they enjoy discussing – needs to be integrated into the school curriculum.
However – Margaret Mackay (2002) ‘Literacies across the Media: Playing the Text’ – research found that children’s popular culture activities did not mean that they no longer wanted to read or write at home – but children change their interests and able to show a variety of interests at different times.
Changing nature of literacy, not decreasing levels – children having these skills and watching these new technologies is just as important, developing vital ITC skills as they are ‘playing’. Confidence in using these new technologies – a three year old seemingly more confident than many adults. Should it be that adults use/play with these new technologies to prevent children as young as three being more competent at using them?
New technologies changing literacy, due to the activities they now engage in, and choose to do. ‘New’ and ‘different Literacies’ of the twenty-first century – becoming the norm.
Needing to bridge the gap between the new Literacies and the demands in the curriculum – but how do teachers achieve this? Children able to use the new technologies and popular culture/critical literacy in the classroom.
Smeets, E. (2005) ‘Does ICT contribute to powerful learning environments in primary education?
The research looks at how teachers create active powerful learning environments in the classroom, and how ICT is incorporated into this, to support all individuals. It addresses the need for open-ended use of ICT to allow active, autonomous learning where all children benefit.
Study – questioning 331 teachers in the highest grade of primary education.
Found - Adaptation to meet the needs of the individuals proved limited – ICT not used effectively to support all the children – need to e open minded about how ICT can be used for this purpose.
Teachers creating powerful learning environments, but use of ICT in an open ended way could further this development.
Four powerful learning environments –
• Rich contexts and authentic tasks
• Active and autonomous learning
• Cooperative learning
• Curriculum adapted to the needs and capabilities of the individual pupils – which in this research was found to be quite limited.
Teachers found to not yet view ICT as a tool to be used throughout the curriculum but rather as a support for low-achieving pupils. Therefore teachers are not using ICT to its full potential, to contribute to learning environments. Used to complement, but not change traditional teaching methods and practices.
I think this is due to a lack of confidence – these teachers who were questioned are probably themselves having to learn to use ICT and the new technologies available and are therefore not confident to incorporate into lessons where children need to use the skills too. Teachers in this case are much less likely to uses open-ended ICT where children have freedom in their use.
The research also highlights that ICT is going to be used effectively when there are the computers available – teachers are less likely to plan for the use of open-ended ICT if there are limited computers for the children to use.
Teachers need to be more aware of the potential of ICT across the curriculum – to stimulate pupils’ active and autonomous learning. Skills need to be used, to keep up with the developing skills of children in schools today, to create powerful learning environments.
Study – questioning 331 teachers in the highest grade of primary education.
Found - Adaptation to meet the needs of the individuals proved limited – ICT not used effectively to support all the children – need to e open minded about how ICT can be used for this purpose.
Teachers creating powerful learning environments, but use of ICT in an open ended way could further this development.
Four powerful learning environments –
• Rich contexts and authentic tasks
• Active and autonomous learning
• Cooperative learning
• Curriculum adapted to the needs and capabilities of the individual pupils – which in this research was found to be quite limited.
Teachers found to not yet view ICT as a tool to be used throughout the curriculum but rather as a support for low-achieving pupils. Therefore teachers are not using ICT to its full potential, to contribute to learning environments. Used to complement, but not change traditional teaching methods and practices.
I think this is due to a lack of confidence – these teachers who were questioned are probably themselves having to learn to use ICT and the new technologies available and are therefore not confident to incorporate into lessons where children need to use the skills too. Teachers in this case are much less likely to uses open-ended ICT where children have freedom in their use.
The research also highlights that ICT is going to be used effectively when there are the computers available – teachers are less likely to plan for the use of open-ended ICT if there are limited computers for the children to use.
Teachers need to be more aware of the potential of ICT across the curriculum – to stimulate pupils’ active and autonomous learning. Skills need to be used, to keep up with the developing skills of children in schools today, to create powerful learning environments.
Wednesday, 12 December 2007
Discussion boards in school
I am going to comment on the use of discussion boards in schools and how useful they can be.
Would the children be able to use them effectively? I find it useful although there is somethimes too much to be able to look at what everyone is saying, and I think children would find this very overwhelming and might be out off using the board if there is too much going on - at school I think the format would need to be simplified for children to find them useful.
However, I would be happy to introduce them to a class of children competant on computers. I would explain to the parents what this would involve as I feel parents can sometimes be nervous of their children writing on the internet as they may not be fully aware of how the information is shared.
Children would be able to comment on the topics being covered in school and develop their own discussions through this will can be rewarding and will help in their understanding.
Would the children be able to use them effectively? I find it useful although there is somethimes too much to be able to look at what everyone is saying, and I think children would find this very overwhelming and might be out off using the board if there is too much going on - at school I think the format would need to be simplified for children to find them useful.
However, I would be happy to introduce them to a class of children competant on computers. I would explain to the parents what this would involve as I feel parents can sometimes be nervous of their children writing on the internet as they may not be fully aware of how the information is shared.
Children would be able to comment on the topics being covered in school and develop their own discussions through this will can be rewarding and will help in their understanding.
I found a problem!!
I have just found an issue with this blog - it will not let me copy my graphs onto my post for you to see. Any advice s welome!
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